Q.Discuss the implications of Tamil Nadu and Karnataka’s decision to adopt a two-language formula in the context of the National Education Policy 2020. Examine the challenges of language policy in Indian school education and suggest measures to reconcile federal and cultural sensitivities with educational priorities.
Introduction
Language policy in education remains a sensitive issue in India, reflecting historical, cultural, and political complexities. The recent decisions by Tamil Nadu and Karnataka to adopt a two-language formula—prioritising the local language and English—contrast with the three-language formula proposed by the National Education Policy (NEP) 2020, which includes Hindi or another Indian language as a compulsory third language. This divergence highlights the interplay between federalism, linguistic identity, and educational outcomes.
Background
- NEP 2020: Advocates a three-language policy to promote multilingualism and national integration.
- Tamil Nadu SEP 2025: Retains the two-language formula—Tamil + English; Tamil compulsory up to Class 10 across all boards.
- Karnataka SEP (proposed): Kannada/mother tongue as the medium of instruction till Class 5 (preferably Class 12) + English; removal of Hindi as a compulsory third language; state-specific curriculum.
Significance of the Two-Language Formula
- Cultural preservation – Strengthens the status of Tamil and Kannada as core identity markers.
- Pedagogical benefits – Early learning in the mother tongue improves comprehension and cognitive skills (UNESCO studies).
- English proficiency – Addresses aspirational needs for global competitiveness.
- Resistance to perceived imposition – Avoids the political backlash associated with Hindi promotion in non-Hindi states.
Challenges in Language Policy
- Centre-State friction – Divergent policies strain cooperative federalism.
- Mobility constraints – Students moving between states may face adaptation issues.
- Equity in access – Disparities in quality English education persist between public and private schools.
- Neglect of multilingual competencies – Limiting to two languages may reduce exposure to India’s linguistic diversity.
- Resource creation – Need for high-quality, localised textbooks and trained bilingual teachers.
Wider Issues in School Education
- Poor learning outcomes in foundational literacy and numeracy.
- Infrastructure gaps in government schools.
- Shortage of trained teachers for digital and critical thinking skills.
- Need for inclusive education for tribal, first-generation learners, and children with disabilities.
Way Forward
- Flexible language policy – Respect states’ autonomy while promoting voluntary multilingualism.
- Strengthen mother-tongue education – Quality learning materials in regional languages.
- Enhance English access – Early introduction without compromising local language primacy.
- Prioritise quality over politics – Focus on teacher training, digital literacy, climate education, and STEAM subjects.
- Centre-State collaboration – Joint funding and curriculum frameworks with state-specific adaptations.
Conclusion
Language in education should be an enabler, not a battleground. While cultural and political sensitivities must be respected, the ultimate aim should be to provide uniform, high-quality public education. The Centre must avoid rigid language prescriptions and work with states to address foundational learning, inclusivity, and modern skill development, ensuring education policy aligns with India’s diversity and development needs.